New English Language Development and Common Core State Standards Institute
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Transcript of New English Language Development and Common Core State Standards Institute
New English Language Development and Common
Core State Standards Institute
Fostering Vocabulary Development and Deeper Conceptual
Understanding in the Mathematics Classroom
June 27 , 2013
2
Introductions
Melissa Christie
Director, Curriculum & Instruction
3
Goal
Prepare every English learner for college and career success!
4
Learning Objectives
Participants will:• deepen their knowledge of how to support
English Learners’ understanding of the Common Core State Standards- Mathematics (CCSS-M).
• increase their understanding of the CCSS-M by exploring performance tasks that deepen students’ conceptual understanding.
• engage in an instructional strategy called Number Talks to support students’ oral and receptive language development.
Language Objective
• Participants will use speaking and listening skills to communicate their understanding of the various components found in the CCSS Mathematics Content and Practice Standards.
Agenda
• CCSS-M Standards and Mathematical Practices
• Support for Oral Language Production• Formative Performance Tasks• Number Talk• Awareness to Action
Domains and Conceptual Categories
K 1 2 3 4 5 6 7 8 HS
Counting & Cardinality
Number and Operations in Base TenRatios and Proportional
Relationships Number & QuantityNumber and Operations –
FractionsThe Number System
Operations and Algebraic Thinking
Expressions and Equations Algebra
Functions Functions
Geometry Geometry
Measurement and Data Statistics and ProbabilityStatistics & Probability
8 Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the
reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated
reasoning.
EL Focus for the 8 Standards for Mathematical
Practice
• SMP 3. Construct viable arguments and critique the reasoning of others.
• SMP 6. Attend to precision.
10
Video
Use the note taking guide to capture evidence of academic discourse and support
for oral language development.
Group Discussion
• What mathematical thinking did the students demonstrate?
• What mathematical practices did students exhibit?
• What was the role of the teacher during the lesson?
Maintenance and Decline of Cognitively-Demanding
TasksMaintenance
• Scaffolding of student thinking and reasoning• Pressing for justifications, explanations, and/or
meaning through questioning, comments, and/or feedback
Decline• Not asking questions that go beyond the correct
answer• Not holding students accountable to their thinking
and reasoning
Stein, Remillard, & Smith, 2007
Number Talks• A daily routine for whole‐class instruction
• Number Sense (efficiency, accuracy & flexibility)
• Generalized Arithmetic-conceptual understanding
• Reasoning and Problem Solving
• Mental Mathematics
• 10 minutes per day
• Preview- Review- Conceptual Understanding
Questions Teachers Might Ask
• Who would like to share their thinking?• Did someone solve it a different way?• Who else used this strategy to solve the
problem?• How did you figure it out?• What did you do next?• What did you need to know?• Why did you do that? Tell me more.• Which strategies do you see being used?
Connecting to SMP 3 and 6
• My idea is similar to ______________ because________________.
• My idea is different than ____________ because________________.
Oral Language Production
A focus of language is crucial, no matter what subject is being taught. Teachers must engage students in
classroom discussions of subject matter that are more sophisticated in form and content. And teachers must know enough about language to discuss it and support its development in their students. Academic language is learned through frequent exposure and practice over
a long period of time-from the time children enter school to the time they leave it.
Fillmore and Snow, 2000
Taken from Dr. Kate Kinsella’s presentation, SCCOE 2012
CCSS-ELA& LITERACY IN SCIENCE,
HSS, AND TECHNICAL SUBJECTS
SPEAKING AND LISTENING STANDARDS
Mapping to the Core – May 2013
Speaking and Listening Strands
• Comprehension and Collaboration (Listening)
• Presentation of Knowledge and Ideas (Speaking)
Mapping to the Core – May 2013
Comprehension and Collaboration
• Students should learn to:– participate effectively in oral interactions– integrate and evaluate information– evaluate the speaker’s message,
perspective, and rhetoric
Dr. Timothy Shanhan, 2012
Mapping to the Core – May 2013
Presentation of Knowledge and Ideas
• Students should learn to:– present information in clear and
appropriate ways– use digital media and other displays to
support such presentations– adapt speech to the demands of a variety
of contexts and tasks
Dr. Timothy Shanhan, 2012
Mapping to the Core – May 2013
Big Ideas• Students gain, evaluate, and present
increasingly complex information, ideas, and evidence:– Respond to and develop what others
have said– In formal presentations, through media– In informal discussions
Mapping to the Core – May 2013
Big Ideas
• Part of speaking is listening• Students need to learn how to talk
– With a partner (think-pair-share)– In small groups– Whole class
Mapping to the Core – May 2013
EL Implications• English Learners contribute more actively in
class when they are given plenty of opportunities to engage in planned oral language production such as collaborative conversations, structured group discussions and opportunities to provide meaningful feedback based on task, purpose and audience.
Mapping to the Core – May 2013
Moving From Awareness of ELD Standards to Action
Brainstorm the following questions:• What is the awareness level of the ELD
Standards at your site or district? Use a scale of 1-5.
• What are some key actions you can take to begin your transition?
• What support is needed to guide your transition?
Additional Resources
• Noyce Foundation Math Resources• CA Department of Education-CCSS• Smarter Balanced Assessment Consortium• SCCOE Math Website